Just as rigor does not reside in the barbell but in the act of lifting it, rigor in reading is not an attribute of a text but rather of a reader’s behavior—engaged, observant, responsive, questioning, analytical. Beers and Probst
Close reading is careful and purposeful reading and rereading of text where students focus on:
what the author says
the author’s purpose
the meaning of words
how the text is structured.
It is getting into what the author had to say while bringing one’s own ideas into the process.
In close reading, students reread text realizing that text-dependent questions require them to search for answers.
These kinds of questions encourage students to think:
about the text
the author’s purpose
the structure and flow of the text.
Close reading requires students to think and understand what they are reading. With CCSS, students must provide evidence and justification for their answers.
CCSS Learning Objectives within Close Reading Reading Comprehension: Students should read the day’s passage independently and then follow along when the teacher reads aloud. After that, the class explores the text through a set of concise text-dependent questions which compel students to reread and investigate certain portions of the text. Multiple readings with text-dependent questions can act as scaffolding. Academic Vocabulary: Text-dependent questions should ask students to explore the meaning of words in context to determine the author’s intention in using the words and their implications. Syntax: Students should note challenging syntax for meaning and importance to determine why the author constructed the sentences in this manner. Discussion: By discussing the passage in depth, students develop confidence when reading complex texts and move toward independence in their reading and thinking. Writing: Students should construct brief written responses to text-dependent questions with a final written response that asks students to draw together what they have learned about the text. Source: Michigan Education
Beers and Probst
CCSS Learning Objectives within Close Reading
Reading Comprehension: Students should read the day’s passage independently and then follow along when the teacher reads aloud. After that, the class explores the text through a set of concise text-dependent questions which compel students to reread and investigate certain portions of the text. Multiple readings with text-dependent questions can act as scaffolding.
Academic Vocabulary: Text-dependent questions should ask students to explore the meaning of words in context to determine the author’s intention in using the words and their implications.
Syntax: Students should note challenging syntax for meaning and importance to determine why the author constructed the sentences in this manner.
Discussion: By discussing the passage in depth, students develop confidence when reading complex texts and move toward independence in their reading and thinking.
Writing: Students should construct brief written responses to text-dependent questions with a final written response that asks students to draw together what they have learned about the text.
Source: Michigan Education